We are studying collaboration and learning within immersive virtual reality (IVR) using a head-mounted display technology. This research, supported by the College of Education and Human Interface Technology Laboratory at the University of Washington, is currently concerned with the activities of 56 ninth grade students at work in a public school environment. Subjects worked as individuals and in pairs while investigating the concepts of global warming within an audio-enhanced virtual reality model of Seattle called Global Change World (GCW). Three groupings of subjects were provided with different collaborative experiences while immersed within the GCW virtual learning environment: (1) Individuals who received minimal support during the learning exercise provided; (2) Paired peers who collaborated throughout the learning exercise; and (3) Individuals who completed the learning exercise in collaboration with an in-world expert companion. It is concluded that collaborative IVR learning experiences can be successfully integrated into existing school curricula in spite of a significant lack of knowledge regarding the nature of human communication, interaction, and learning within VLEs.
我们正在研究使用头戴式显示技术在沉浸式虚拟现实(IVR)中进行协作和学习。这项研究得到华盛顿大学教育学院和人机交互技术实验室的支持,目前涉及在公立学校环境中工作的56位九年级学生的活动。在研究一种名为“全球变化世界”(GCW)的西雅图音频增强虚拟现实模型时,研究人员以个人和成对的方式研究了全球变暖的概念。三类主题在沉浸在GCW虚拟学习环境中时具有不同的协作体验:(1)在所提供的学习练习中获得最少支持的个人; (2)在整个学习过程中进行协作的配对同伴; (3)与世界各地的专家同伴协作完成学习练习的个人。结论是,尽管对VLE内部的人际交流,互动和学习的性质缺乏足够的了解,但仍可以将IVR协作学习经验成功地整合到现有的学校课程中。 P>
multi-user virtual learning environments;
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机译:在沉浸式虚拟现实中进行协作和学习